The DOI matches its Crossref record.
Attitudes and Success in Children's Learning of English as a Second Language: The Motivational vs. the Resultative Hypothesis
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“demonstrated that success may be a vital factor in and of itself, thereby testifying to the importance of what Hermann (1980) referred to as resultative motivation.”
From The dynamic nature of motivation in language learning: A classroom perspective (2012) · cites this paper as Hermann (1980)
Citations
Cited by
Sorted by citations
The dynamic nature of motivation in language learning: A classroom perspective
Pawlak, M. (2012) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.2012.2.2.7 · Cited by 92
“Some responses also highlighted the key role of the teacher in shaping students’ motives and determining their engagement, and demonstrated that success may be a vital factor in and of itself, thereby testifying to the importance of what Hermann (1980) referred to as resultative motivation.”
Background
Metadata
- Authors
- Hermann, G.
- Corresponding author
- Hermann, G.
- Venue
- ELT Journal
- Publisher
- Oxford University Press (OUP)
- Published
- 1980-07-01
- Volume
- 34
- Issue
- 4
- Pages
- 247-254
- ISSN
- 0951-0893 (ISSN-L)
- 1477-4526
- OpenAlex
- W1967759567
- Cited by
- 50
- References
- 0
- Citations by year
- 2026: 1 · 2023: 1 · 2022: 2 · 2019: 1 · 2018: 3 · 2014: 2 · 2013: 3 · 2012: 6
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- ELT Journal (publishedVersion)
- HighWire Press Open Archive (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- English as a second language, second language acquisition, student attitudes, academic performance, language learning motivation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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